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THINKING THEOLOGICALLY
Crucial for religion teaching
By Fr. James J. Bacik
People who are serious about:
religious education are sooner or later
forced to work out their attitude
toward theology. Negative or
indifferent attitudes are not hard to
find. Theology is too deep for the
average person and besides, it isn't
practical in the classroom. In
opposition, I would like to emphasize.
the thesis that theology is crucial if
not indispensable for effective religion'
teaching.
An instructive debate took place on
the relationship between catechetics
and theology in the late 1930's in
Europe. Some argued for two separate
disciplines. Scientific theologians
working at academic centers would
continue their rather esoteric task of
explaining and defending the deep
questions of faith while those who
actually taught youth would develop a
separate kerygmatic theology that
would be joyful, simple and practical.
Karl Rahner, among others, argued
that this approach would be
disastrous. Scientific theology would
get more and more out of touch with
real life, and kerygmatic theology
would lack precision and a sound
intellectual foundation. Eventually the
logic of Rahner's position won out.
It was generally accepted by
theologians that good theology was
pastoral, that the more scientific it
became the more kerygmatic it would
be, that theology must be in touch
with real life and that teaching would
benefit from rigorous theological
investigation. In short, theology is an
ally of religious education.
The debate is important because it
has helped to clarify theoretically the
inseparable unity of theology and
catechetics. However, this can easily
remain abstract and so it might help to
focus on just one consequence of this
unity in a more personal way.
Ideally a religion teacher should be
thinking deeply about life's great
questions. This is a matter of being
faithful to the drive we all have to
understand better and better the
convictions we already possess.
Systematic reflection on the human
situation helps one discern patterns
and maintain perspective. Sustained
inquiry into the ultimate questions of
identity, purpose, and meaning helps
us to make sense of our own
experience.
To think in these ways with the
inspiration of faith, in the light of the
Christian tradition and under the
guidance of the Scripture is to begin to
do Christian theology.
Here the service of the great
theologians becomes evident. They
help us to understand the biblical
message. They show us the history, the
development and the rich diversity of
the tradition. They' enable us to
distinguish theological opinion from
matters of faith.
In short, they serve as a catalyst and
a guide for the religion teacher who is
thinking deeply about the great human
questions. Seen in this way theology is
not a rigid superstructure to be
memorized but a deeply personal
attempt to make sense of our
experience and to find a vantage point
for dealing with our common societal
problems.
The religion teacher who studies
theology in this way will be more
effective in the classroom. Then it is
not a matter of presenting undigested
doctrines to the students nor of
repeating notes taken at a theological
lecture nor of going through a
textbook unconnected with real life.
On the contrary, the teacher faces
the class more confident because he
has made the material his own.
Fortified by the experience of
thinking theologically, he is in a
position to encourage the students to
wrestle with problems and enjoy the
thrill of discovery.
Knowing the doubts and confusion
of personal inquiry makes the teacher
more sympathetic to student
problems. Acquaintance with the
tradition gives the teacher a basis for
criticizing superficial answers and
helps in distinguishing opinion from
matters of faith. In short, thinking
theologically while not easy is a
personally enriching experience and
crucial element in teaching religion
effectively.

THINKING THEOLOGICALLY
Crucial for religion teaching
By Fr. James J. Bacik
People who are serious about:
religious education are sooner or later
forced to work out their attitude
toward theology. Negative or
indifferent attitudes are not hard to
find. Theology is too deep for the
average person and besides, it isn't
practical in the classroom. In
opposition, I would like to emphasize.
the thesis that theology is crucial if
not indispensable for effective religion'
teaching.
An instructive debate took place on
the relationship between catechetics
and theology in the late 1930's in
Europe. Some argued for two separate
disciplines. Scientific theologians
working at academic centers would
continue their rather esoteric task of
explaining and defending the deep
questions of faith while those who
actually taught youth would develop a
separate kerygmatic theology that
would be joyful, simple and practical.
Karl Rahner, among others, argued
that this approach would be
disastrous. Scientific theology would
get more and more out of touch with
real life, and kerygmatic theology
would lack precision and a sound
intellectual foundation. Eventually the
logic of Rahner's position won out.
It was generally accepted by
theologians that good theology was
pastoral, that the more scientific it
became the more kerygmatic it would
be, that theology must be in touch
with real life and that teaching would
benefit from rigorous theological
investigation. In short, theology is an
ally of religious education.
The debate is important because it
has helped to clarify theoretically the
inseparable unity of theology and
catechetics. However, this can easily
remain abstract and so it might help to
focus on just one consequence of this
unity in a more personal way.
Ideally a religion teacher should be
thinking deeply about life's great
questions. This is a matter of being
faithful to the drive we all have to
understand better and better the
convictions we already possess.
Systematic reflection on the human
situation helps one discern patterns
and maintain perspective. Sustained
inquiry into the ultimate questions of
identity, purpose, and meaning helps
us to make sense of our own
experience.
To think in these ways with the
inspiration of faith, in the light of the
Christian tradition and under the
guidance of the Scripture is to begin to
do Christian theology.
Here the service of the great
theologians becomes evident. They
help us to understand the biblical
message. They show us the history, the
development and the rich diversity of
the tradition. They' enable us to
distinguish theological opinion from
matters of faith.
In short, they serve as a catalyst and
a guide for the religion teacher who is
thinking deeply about the great human
questions. Seen in this way theology is
not a rigid superstructure to be
memorized but a deeply personal
attempt to make sense of our
experience and to find a vantage point
for dealing with our common societal
problems.
The religion teacher who studies
theology in this way will be more
effective in the classroom. Then it is
not a matter of presenting undigested
doctrines to the students nor of
repeating notes taken at a theological
lecture nor of going through a
textbook unconnected with real life.
On the contrary, the teacher faces
the class more confident because he
has made the material his own.
Fortified by the experience of
thinking theologically, he is in a
position to encourage the students to
wrestle with problems and enjoy the
thrill of discovery.
Knowing the doubts and confusion
of personal inquiry makes the teacher
more sympathetic to student
problems. Acquaintance with the
tradition gives the teacher a basis for
criticizing superficial answers and
helps in distinguishing opinion from
matters of faith. In short, thinking
theologically while not easy is a
personally enriching experience and
crucial element in teaching religion
effectively.